T. G. Givens Early Childhood Center Campus Improvement Plan … · 2019. 11. 4. · Demographics...

T. G. Givens Early Childhood Center

Campus Improvement Plan

2019-2020

School wide Theme: “Saddle up for Success”

October 21, 2019

_________________________________________________________________

Date of School Board Approval

Paris ISD Mission Statement

The Mission of the Paris Independent School District is to provide a quality education to a diverse student population, enabling each to achieve full potential and become a productive, responsible citizen.

2 T. G. Givens Campus Plan 2019-2020

Paris ISD Board of Trustees

Terry Davis Becki Norment

Clifton Fendley Jenny Wilson

George Fisher Bert Strom

Paris ISD Board of Trustees and Superintendent Goals

Paris ISD will have a learning environment that challenges and provides opportunity for all students to succeed. Paris ISD will be financially stable. Paris ISD will foster positive relationships with community, media, and families of the district.

Paris ISD District Commencement Goals

At commencement, a Paris High School graduate will be prepared to enter college, technical training and/or the workforce. The graduate will:

● Be a Problem Solver and a Critical Thinker ● Have respect for self, others, and the environment ● Have mastered Core Academic Areas and Technology ● Be an effective communicator ● Have explored the Arts and a Second Language ● Be a team player ● Strive for Total Wellness ● Be an honest, responsible citizen ● Be a Life-Long Learner


Paris ISD Strategic Goals

Goal 1: A self-disciplined student body, learning together in an atmosphere of mutual respect Objective 1: Promote a safe and orderly environment that will increase attendance rates and satisfaction of climate survey’s Objective 2: Promote an atmosphere where parents and community members are partners in education and 90% of parents

Goal 2: An informed and involved community that actively works together to promote education of recognized excellence

Objective 1: At least 85% of students are represented by parents/guardians who attend at least one conference and at least one campus activity during the year.

Goal 3: Implementation of an aligned, rigorous curriculum that integrates technology and applies real-world skills

Objective 1: Prepare 80% of students for passing STAAR at grade 3 by promoting mastery of State Adopted Curriculum Assessment subsets and campus designed beginning and end of year testing

Goal 4: Resources to provide an exemplary educational program

Objective 1: Provide effective instructional strategies and/or programs that provide an enriched or accelerated curricula for 100% of students in at-risk situations, along with reform strategies that will help all children meet or exceed the state performance standards through the use of Federal, State, and State Compensatory Education funds. The following funds will be coordinated to upgrade the entire educational program at Givens Early Childhood Center: ESEA Title I, Part A; Title I, Part C; Title II, Part A; Title III, Part A. State Compensatory Education Funds provide accelerated instructional activities for students who are considered at-risk. State Compensatory Education funds for 2019-2020 are $363,170 ; FTE = 11.0***Coordinate Federal, State, and Local resources and services to address Federal requirements

Objective 2: At least 80% of English Language Learners will increase one or more proficiency levels in English

Goal 5: A highly effective, qualified staff representative of the community

Objective 1: All core classes (100%) will be taught by appropriately certified teachers; 100% of paraprofessionals with instructional duties will meet Highly Qualified requirements, and 100% of appropriately certified and highly qualified staff will be maintained

Objective 2: All instructional staff will receive high-quality, campus-based, and on-going professional development in areas determined by the campus needs assessment


Title I School wide Program Components

Section 1114 of Public Law 107-110 (No Child Left Behind Act of 2001) requires schools implementing a school wide program using ESEA, Title I, Part A funds to develop or amend a plan that describes how the school will implement the components of a school wide program described in Section 1114(b) of the Act. Those components are:

1. A comprehensive needs assessment of the entire school; 2. School wide reform strategies that provide opportunities for all children to meet the State’s proficient and advanced levels

of student academic achievement (STAAR); 3. Instruction by highly qualified teachers; 4. A high quality and ongoing professional development for teachers, principals, and paraprofessionals, and if appropriate,

pupil services personnel, parents, and other staff; 5. Strategies to attract high-quality highly qualified teachers to high-need schools; 6. Strategies to increase parental involvement; 7. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs; 8. Measures to include teachers in the decisions regarding the use of academic assessments; 9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic

achievement standard required by the State shall be provide with effective, timely additional assistance; and 10. Coordination and integration of Federal, State, and local services and programs.

Strategies and activities that support the ten required school wide program components in this plan are identified with the corresponding number 1 through 10 as listed above. The school administrative staff, teachers, and counselors will provide individual student academic assessment results in a language the parents can understand, including an interpretation of those results, to the parents of children who participate the academic assessments required by the State. Results, together with an explanation, will be sent to parents. Parents of students who are not meeting expectations will be asked to meet with the students’ teachers for one-on-one parent-teacher conferences.


Federal, State, and Local Funding Sources

Federal funding sources that will be coordinated with State and Local funds to meet the needs of all students and upgrade the entire educational program on the campus are listed below. The intent and purpose of all coordinated funds will be met. √ Title I, Part A School wide Program Campus □ Non-Title I, Part A Campus Federal Funding Sources Allocation Amount FTE(s) Title I, Part A (Including Title I Carryover & Title IV Transer)

95,440.00 1.0

Title I, Part C (Migrant) Reg. 8 SSA 0 Title II, Part A (TPTR) 3490.00 0 Title III, Part A (LEP) Reg. 8 SSA State Funding Sources Allocation Amount FTE(s) Bilingual/ESL Allotment District wide as needed Gifted Education District wide as needed Special Education District wide as needed State Compensatory Education (Supports Title I School wide Program funds)

363,170.00 11.0

Local Funding Allocation Amount FTE(s) Bilingual/ESL Bilingual/ESL teachers locally funded Dyslexia Dyslexia teachers locally funded


T. G. Givens Mission Statement:

Through the cooperative efforts of a caring and competent staff, supportive parents, and an involved community, T. G. Givens Early Childhood Center will inspire learning by providing the highest quality of education to meet the individual needs of the whole child in a safe and nurturing environment.

School Philosophy:

We believe that T. G. Givens Early Childhood Center provides a nurturing climate where...

● Every child feels a sense of pride in accomplishments.

● Every child can learn.

● Every child is treated with dignity and respect.

● Every child learns to respect themselves and others.

● Every child feels successful.

● The whole child should be considered at all times with great emphasis on developing a positive self-esteem.

● Education should result in students becoming responsible citizens.

● Learning should touch every aspect of a child's life.

Planning and Decision Making Committee

Name Position Sheila Ensey Campus Principal

Monica Rhodes Teacher Kim Miller Teacher

Carrie Brazeal Teacher Morgan Watson Parent


Thadius Jones Community Member Leanna Bawcum Community Member

Eddie Clement Community/Business Owner

Paula Burns Veronica Villa

Paraprofessional Paraprofessional

Karol Ackley (non-voting) State and Federal Programs Director

Paris ISD District Commitment Goals

At commencement, a Paris High School graduate will be prepared to enter college, technical training and/or the workforce. The

graduate will:

Be a problem solver and a critical thinker

Have respect for self, others and the environment

Have mastered core academic areas of technology

Be an effective communicator

Have explored the arts and a second language

Be a team player

Strive for total wellness

Be an honest responsible citizen

Be a lifelong learner

Comprehensive Needs Assessment

INTRODUCTION: The campus site-based decision-making committee met in May 2019, to revisit comprehensive needs assessment of the Givens Early Childhood Center in anticipation of developing the Campus Improvement Plan for school year 2019-2020. During the meeting, committee members discussed the strengths and needs of the school. Discussion focused on five areas: students, staff, parental involvement, community involvement, and plant facilities. It was considered important to review both strengths and needs in these areas since programs, services, and activities used in successful areas may also be appropriate to address areas wherein needs are identified. The committee considered results of local assessments, experience in the school and community, and professional opinions to arrive at the strengths and needs discussed in this report. Efforts were made by the campus for more parents to participate in the survey. Overall the committee was pleased with the results of the survey and felt that participation had slightly increased from the previous years. Sheila Ensey, campus principal facilitated the meeting. The following plan is based on the comprehensive needs assessment developed with the involvement of parents, and other members of the community.

Demographics

Demographics Summary

Givens Early Childhood School is very diverse. Our wonderful population is made up of 34.7% White, 29% Hispanic, 25.0% African American, and 8% are 2 or more races. 91.0% of our students are considered economically disadvantaged. Average Class sizes range from 5-10 in Special Education to 18-21 in General Education. The student body at Givens comes from all areas of the Paris Independent School District. Demographics Strengths Our diverse population reflect the entire Paris ISD community of learners. Our students attend all campuses upon leaving pre-k. 100% of T. G. Givens teachers and instructional assistants are highly qualified. STUDENTS: Schools in Texas today are judged primarily by the performance of their students on the State of Texas Assessments of Academic Readiness (STAAR) attendance and graduation rates. These are the areas considered in determining whether or not a school has made adequate yearly progress (AYP) as required under the Every Student Succeeds Act. Other data was also considered when determining the strengths and needs of the students enrolled in the Givens Early Childhood Center including, but not limited to, academic and


social and emotional needs of students. Students were taught and assessed primarily through the use of the Frog street curriculum and tested using Frog Street Assessment. The school as a whole has shown significant growth in scores from the beginning of the year to the end of the year assessment. Student Achievement Student Achievement Summary The students at T. G. Givens are all Pre-K aged and teachers monitor their progress in learning as it relates to the Texas Pre-

K guidelines. Students are monitored using CLI engage which is given three times a year and a report card that is assessed each 9

weeks. This year our school is targeting Letter recognition and vocabulary development. This will be our second

year to implement CLI engage and our 4th year for the Frog street curriculum for our pre-k students. The curriculum and assessment

used are approved by TEA and are based on the 10 domains. We will monitor student growth and offer in school tutoring to those in

need. Student growth, or lack of, will be monitored in all areas throughout the school year.

Student Achievement Strengths

In most every area of the pre-kindergarten guidelines, students mastered the end of year criteria.

School Culture and Climate

School Culture and Climate Summary

The school culture and climate in Lawson is focused on providing a loving and supportive learning environment for all of our

students. Students report that they love school and coming every day to see their teachers and friends. This was evident during our

after school and during school events. We had over 75% participation at the events held.

Parents report the same feelings about sending their child to Givens. One parent stated: “Givens is the most amazing school. Every

single member of the staff goes above and beyond for the students! They are doing everything right.”

School Culture and Climate Strengths

Our staff continues to work to provide a safe and secure learning environment for all students at Givens. Our staff is committed to a

strong foundation of excellence for all students. This year we focused on implementing Professional Learning Communities which

gave staff help in professional development as well as team building to create a climate of “we are all in this together with common

goals.”

Pep rallies were held 4 times throughout the school year where students and staff received shout outs. Monthly GROWL awards were

given to students and staff showcasing outstanding leadership. Lunch time celebrations were held throughout the year as well, where

students’ pictures were displayed showcasing academic achievements. We are looking to improve our area of student and staff

recognition by adding a weekly lunch assembly where students and staff are celebrated for accomplishments.


Staff Quality, Recruitment, and Retention Staff Quality, Recruitment, and Retention Summary Our staff has become a Professional Learning Community, learning and growing together to be the best teachers they can be for our students. There is traditionally very little turnover and all teachers are highly qualified. This year we are losing three teachers due to moving and staying home. We have replaced these teachers with qualified and experienced teachers. Attendance rates are good overall but with this age this is always a concern. Ongoing professional development is embedded into our meeting structures and PLCs are held weekly per month to address ongoing instructional needs and program implementation. Teachers are evaluated using the TTESS system and teachers in need of assistance are addressed in a supportive and timely manner. A systematic approach to walk-throughs will be implemented this year including environmental checklists and non-negotiable requirements in addition to teaching feedback. Staff Quality, Recruitment, and Retention Strengths We have grown together as a staff since we became a stand-alone campus nine years ago and continue to work to implement the best research based instructional strategies in every classroom. We created a position this school year to help with the evolving needs of parent involvement and other social aspects of early childhood. Our goal is to utilize this position more for the upcoming school and host more activities for parents and students as well as, provide support for our teachers. We also plan to improve our PLC time to ensure best practices and intentional instruction for all students. Curriculum, Instruction, and Assessment Curriculum, Instruction, and Assessment Summary Curriculum writing, updating, and evaluation is updated on an on-going basis throughout the school year as needed. Teachers meet weekly to plan lessons addressing all areas of the curriculum. This school year, Givens focused on social/ emotional support and growth, balanced literacy starting with alphabet recognition and vocabulary development. During data checkpoints, teachers and administrators will review student progress to determine where instructional adjustments need to be made. PLC meetings, teacher data binders and planning times will be used to look at the data to plan for up to the minute changes in instruction that are needed to address areas of challenge in the data. Special education teacher will use the goals and objectives from the students' IEP, as well as the pre-k guidelines to design instructional activities and measure progress. All programs and activities will be measured against the needs of students in their learning and students in need of deeper intervention


and possible identification in special education will be closely monitored for changes in their learning when specific goals are in place in the classroom. Curriculum, Instruction, and Assessment Strengths Frog street curriculum is used to ensure all pre-k guidelines are taught with fidelity. This tight alignment to the Texas Prekindergarten Guidelines allow for tremendous collaboration to ensure the success of the students. Our teachers utilize multiple measures such as Circle, common assessments, and IEPs to assess our students' achievement over time. A new report card was devised that address skills with expected mastery throughout the school year. We also give the CLI engage test to students throughout the year to guide our instruction. These results are shared with parents. For the 2019-2020 school year we agree that we need to collaborate more with kindergarten teachers to ensure alignment and a rigorous instructional system that will ensure kindergarten readiness. This year we are also implementing a STEAM lab to help students with higher level thinking and problem solving skills. Parent and Community Engagement Parent and Community Engagement Summary Getting our families involved in the school life of our students is one of our primary areas of focus at Givens. For many of our parents, this is their first experience in public school and we take the responsibility of teaching them about their role and responsibility very seriously. We utilize the Parent Link call out, remind, and social media to inform and remind parents of school events and their involvement. We have been using a program called READY ROSIE but after evaluation of the program we believe there may be better options in this area. We have planned many activities designed to bring parents to school; during the day and in the evening. These activities are designed to teach parents how to support students and their learning at home, as well as to give tools to parents as they move throughout the public school experience. We have plans to grow our volunteer group growing to support all students in the school. This year our district hosted “Bring a parent to PE” event. We had such a great turnout for this event we planned several more events that brought out many parents and families. One parent stated: “Parent involvement in many different activities at school as well as great learning experiences for my child.” Parent and Community Engagement Strengths We have very supportive parents, many of whom make every effort to support their children's learning at school. We are excited to implement a new computer program that will address students’ academic and social needs both at school and home. After a self-evaluation tool we realize we need to offer at least one more parent conference for parents, using data to guide the conference or home visit.


School Context and Organization School Context and Organization Summary PLCs are an integral part of the school and our organization to maximize student learning. Although our data points are based on learning at a local level, we analyze student data to monitor and adjust instruction as needed. Our primary job is to get our earliest learners ready to be successful in kindergarten, whether that is a general education setting or a self-contained special education setting. Our learning goals are all pre-academic in nature, but they directly support the work of the K-12 settings. We fully understand that closing the learning gaps for students at this age is the way to set all of our students up for a future of learning success. We believe that future leaders learn here and have adapted our learning goals and outcomes to meet the needs and alignment of our district. School Context and Organization Strengths PLCs are in place and structured to support an increase in teacher effectiveness and student learning. This process is brought to us from the top down where our instructional team focuses on PLC and have them in place as well. Technology Technology Summary Givens Early Childhood School is fortunate to have a wealth of technology. We have at least 5 IPads for each classroom and 4 touchscreen desktop computers. All classrooms are equipped with Smart Boards for instructional and student use. Staff members use laptops and ipads with their students. We are a Google district and staff members are excited and enthusiastic about using technology, including integrating new ways of communicating using these tools. This year we will implement the Waterford early start program and are anticipating it will fill in gaps of some areas which are in need of improving such as math and early literacy. We are hoping to use more technology training throughout the school year to ensure teacher confidence and expertise with technology. An idea was shared of having technology experts throughout the building that could help with specific skills.


Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data

District Goals

Campus Goals

Current and/or prior year(s) campus and /or district improvement plans

Campus and/or district planning and decision making committee(s) meeting data

State and federal planning requirements Student Data: Student Groups

At Risk population including performance, progress discipline, attendance and mobility

EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.

Homeless data

Population including performance, progress discipline, attendance and mobility on at-risk, homeless, migrant, and special education, and special programs data.

Student achievement data Student Data: behavior and other indicators

Attendance data

Discipline records

School safety data Employee Data

Professional learning communities (PLC) data

Staff surveys and/or other staff feedback from TTESS

Campus department meeting and/or faculty meeting discussions and data

Professional development needs assessment data

Parent/Community Data

Parent surveys and /or feedback


Programs and Services T. G. GIVENS EARLY CHILDHOOD EDUCATION CENTER

Campus Improvement Plan for 2018-2019

Strategic Goal #1: A SELF-DISCIPLINED STUDENT BODY, LEARNING TOGETHER IN AN ATMOSPHERE OF

MUTUAL RESPECT. Objective #1: Promote a safe and orderly environment that will increase attendance rates and satisfaction of climate surveys.

Activity Resources Person(s) Responsible Monitoring

Timeline

Formative

Evaluation

Summative

Evaluation

1. Continue school wide theme of

“Saddle up for Success!” to keep

students on the road to educational

success.

Local funds Campus Principal Quarterly Documentation of use

of theme in materials

distributed

85% Students will

be on track or

proficient based on

CLI testing data

2. Utilize weekly assemblies to

reward and recognize attendance,

promote vocabulary, and

recognize outstanding behavior

and academic success. Send home

letters and school contracts to

parents to acknowledge their part

in getting their student to school

daily

Local funds Givens Parent Teacher

Leadership Committee

(PTLC) Classroom Teachers,

Early Childhood Specialist

(ECS)

End of each 9

weeks, end of

year

Attendance records, list

of trophies awarded at

PK ceremonies

Goal of 90%

attendance

3. Increase attention to absences.

Implement Conscious Discipline

strategies to decrease absences by

meeting monthly with Early

Childhood Specialist (ECS) to

assist with school/home

communication regarding truancy

and attendance issues for all

students including at risk students.

Local funds, Title 1 Principal,

Attendance Secretary, ECS

Monthly Attendance records,

Truancy Court letters

Goal of 92%

attendance


Strategic Goal #1: A SELF-DISCIPLINED STUDENT BODY, LEARNING TOGETHER IN AN ATMOSPHERE OF

MUTUAL RESPECT. Objective #2: Promote an atmosphere where parents and community members are partners in education and 90% of parents

are contacted through the school year through parent conferencing and/or school activities.


Timeline

Formative

Evaluation

Summative

Evaluation

1. Use web management calling

system to call parents when

students are absent.

Local Budget

Campus Principal,

Campus Secretary,

Classroom Teachers,

Registrar

Daily PEIMS Attendance

Report Attendance rate

will exceed 90%

2. Utilize district truancy policy. Local Budget Campus principal Campus

Secretary, Registrar, ECS Weekly PEIMS Attendance

Report Attendance rate

will exceed 90% 3. Sign a parent –school

compact at the beginning of

the year with parents

emphasizing the importance

of school attendance of 90%

of the school year.

Local Budget Campus principal,

Campus Secretary,

Classroom Teachers,

Registrar

Yearly PEIMS Attendance

Report

Attendance rate

will exceed 90%

4. Parents will be invited and

welcomed to assemblies and

events that the school hosts

Local, Title 1 Campus Principal, ECS Monthly Sign in Sheets Summative-

Event Sign in

sheet

5. Increase collaboration with

outside counseling and Center

for Psychological

Development programs.

No cost for qualifying students

Campus principal,

classroom teachers, ECS

Weekly Lesson plans and

Red Ribbon Week

activities, Kid Care

Committee meeting

10% decrease in

discipline

referrals


Strategic Goal #2: AN INFORMED AND INVOLVED COMMUNITY THAT ACTIVELY WORKS TOGETHER TO

PROMOTE EDUCATION OF RECOGNIZED EXCELLENCE. Objective #1: School will increase parental involvement to 85% participation by giving parents opportunities to engage, learn

and support their child’s education and development.


Timeline

Formative

Evaluation

Summative

Evaluation

1. Provide at least 2 parent

conferences a year to discuss

report cards and testing data.

Local Budget

Campus Principal,

Teachers, ECS

End of 1st nine

weeks and after

MOY testing

periods

test results,

conference

schedules

85% of parents

attend

conferences

2. Parents will receive

information through email,

phone notification system,

REMIND, district website and

social media postings.

Title I, Bilingual, Local Bilingual/ESL

Coordinator,

Bilingual/ESL Teachers,

Campus Principal

Weekly Translation

Requests

Copies of

translated

documents

increased by

10%

3. Provide educational materials

for parents to use at home with

their children in an effort to

link school and home learning

by communicating activities

that partner with children.

Local, Title 1-Parent

involvement

Classroom Teachers,

Campus Principal, Federal

Programs director, ECS

As appropriate

to student

objective

Master set of

materials sent home 5% increase for

students to

score on track

or proficient

based on State

adopted

curriculum

assessment

4. Provide programs, activities,

and family engagement

activities which promote

learning experiences for

students and family

engagement. Use parent

questionnaires and surveys to

determine workshop content.

Local, Title I, PTLC budget

Campus Principal, PTLC

Chairperson, ECS Each 9 weeks Sign-in sheets,

Parent survey and

questionnaires

40% of families

attend

5. Provide parent training

through workshops and during

parent/teacher meetings to

Special Education budget, Bilingual/ESL, Title I

Special Ed Social Worker,

Bilingual/ESL Coordinator 4 times per

year Signature of parents 10% reduction

in number of

absences by


better meet the needs of at risk

students.

participant’s

child

6. Continue volunteer programs,

which provide community

member personnel to read to

students in classrooms, donate

books to students, and fund

field trips.

No Cost to district Upper grade PISD students Givens PTLC, Kiwanis Club of Paris, Retired Teachers Assn., Community Volunteers

Campus Principal, Clerical Staff

Varies

according to

group

schedules

Participation sign-in

sheets 2% increase in

number of

volunteers

7. Continue providing field trips

and special guests to promote

relevancy and vocabulary

enrichment. Also to expand

background knowledge, and

enrich learning for all

students.

Campus budget PTLC budget, Technology

Budget, Special Education

Budget, Title 1 funds (special

guests for learning)

Campus Principal, Staff,

PTLC, Special Education

Director, Teachers

As appropriate

to curricula

needs

Record of

participation 85% favorable

response from

end of year

parent survey

concerning

educational

requirements.

8. Enhance ARD Committee

decisions by promoting clear

understanding of special

services opportunities for

identified students.

No cost Special Services Director,

Campus Principal As appropriate

to need ARD records 100% of

students needs

will be

addressed and

met through

IEP goals. 9. Encourage parents to attend

LPAC meetings; provide

interpreters when needed.

No cost, Bil/ESL, State/Federal Programs

Director As appropriate

to need LPAC records 80% favorable

response from

end of the year

survey

regarding

quality

educational

programs. 10. Use community resource

members to assist with

curriculum enrichment during

SET meetings and campus

activities.

No cost Campus Principal, PISD

elementary curriculum

director, ESC

As appropriate

to activity Schedule-Calendar 2% increase in

volunteers.


STRATEGIC GOAL #3: IMPLEMENTATION OF AN ALIGNED, RIGOROUS CURRICULUM THAT INTEGRATES

TECHNOLOGY AND APPLIES REAL-WORLD SKILLS

Objective #1: All students will show measurable growth toward kindergarten readiness by using multiple assessment tools to measure

student learning and to guide instruction.


Timeline

Formative

Evaluation

Summative

Evaluation 1. Update and use compatible

computer software for

prekindergarten (at risk and on

level) students to promote

objective mastery.

Title 1, Local Budget Campus Principal,

Classroom Teachers,

Technology staff,

State/Federal Programs

Director

Each 9 weeks Classroom

observation, lesson

plans

80% of students

will be on track

or proficient

based on State

adopted

curriculum

assessment

2. The campus technology trainer

will be available to assist staff

members and students in the

use of technology. Teachers will

be trained in the use of

peripheral equipment and

curriculum related on line

programs.

Local Budget, Title 1, Title II State/Federal Programs

Director, Campus

Technology Coordinator

Each 9 weeks PLC schedules 80% Students

will be on track

or proficient

based on State

adopted

curriculum

3. Interactive whiteboards will be

maintained in current

classrooms and upgraded as

funds are available. Visual

presenters and other technology

items will be maintained in all

classrooms.

Title 1 and Local budget,

SPED State/Federal Programs

Director, Campus

Technology Coordinator

Each 9 weeks Purchase orders,

lesson plans,

classroom

observations

80% Students

will be on track

or proficient

based on State

adopted

curriculum

11. Conduct drills and update

safety equipment to ensure the

campus facilities, climate, and

culture are safe.

Title IV, Local Campus Principal,

Director of Security, All

Staff

Monthly Students trained

Drills conducted

Classroom and

Campus Security

Products

Drills are

executed 5%

faster each

month


4. Conduct Beginning-of-Year,

Middle-of-Year, and End-of-

Year testing for

Prekindergarten and use data to

guide instruction and inform

parents of student academic

progress.

Title 1, Local Budget Campus Principal,

Classroom Teachers Each 9 weeks Student test records 90% of students

show

improvement.

5. Identify and serve English

language learners with a

certified ESL or Bilingual

teacher

Bilingual/ESL budget, Local

budget, Title I, Title III,

Classroom Teachers,


Director, LPAC, ESL

Teacher, Bilingual

Teacher, Bilingual/ESL

Coordinator

Yearly LPAC records,

PEIMS,

ESL/Bilingual classes

attendance records,

ESL annual review

80%

improvement

and gain on Pre-

LAS testing.

6. Provide time for grade-level

planning meetings to ensure

collaboration amongst teachers

and curriculum alignment.

Meet at least twice a year with

kindergarten reading coach to

ensure alignment between grade

levels and kindergarten

readiness.

Local Budget Campus Principal.

Classroom teachers,

Kindergarten reading

coach

Weekly Master schedule 85% favorable

response from

end of year

teacher survey

concerning

7. Include teachers in decisions

regarding data disaggregation

and the use of assessments to

inform instruction and send

information to kindergarten

campus to assist with transition.

No cost Campus Principal,

Classroom teachers

End of 4th nine

weeks

Schedule of meeting

to review, evaluate,

and vote on

assessment

instrument as needed,

TTESS goals

100%

participation of

teachers during

end of year

teacher surveys

8. Ensure consistency and fidelity

in interventions for RtI

students.

Special Education budget, Local budget, Title I, Title II

Special Education

Director, Campus

Principal, Federal

Programs Director

Weekly grade

level meeting

and campus

goal setting

meetings

List of interventions 20%

improvement in

RtI student

scores

9. Use Response-to-Intervention

(RtI) programs/strategies prior

to recommending students for

Special Education screening.

Local budget Title I

Campus Principal,

Special Education

Director, ECS

Each nine

weeks

Committee meetings,

counseling data, list of

program

interventions used

100% of students

who are

recommended

for SPED will

have RTI

documentation.


10. Provide staff development using

current technology to increase

use of technology in content

areas through sharing best

practices

Local budget, Title 1, Title II, Technology

Coordinator/Contact,

State/Federal Program

Director

Weekly grade

level meeting

and campus

goal setting

meetings

Schedule 20% increase in

on target scoring

based on campus

assessment

11. Continue to add classroom

computers to increase student

access for all learners including

at risk learners.

Local budget, Title 1 Technology

Coordinator/Contact State/Federal Program

Director

Weekly Implementation

schedule

10% decrease in

at risk learners

from the

beginning of the

year to the end of

the year.


STRATEGIC GOAL #4: RESOURCES TO PROVIDE AN EXEMPLARY EDUCATIONAL PROGRAM Objective #1: To provide effective instructional strategies and/or programs that provide an enriched or accelerated curricula for 100% of

students in at-risk situations, along with reform strategies that will help all children meet or exceed the state performance

standards through the use of federal, state, and state compensatory education funds. The following funds will be coordinated

to upgrade the entire educational program at Givens Early Childhood Education: ESEA, Title I, Part C; Title II, Part A; and

Title III, Part A. The intent and purpose of all coordinated funds will be met. State Compensatory Education funds provide

accelerated instructional resources for students who are in at-risk situations. The funds for the school year 2019-2020 are

$363,170 and FTE=11.0.


Timeline

Formative Evaluation Summative

Evaluation 1. Conduct comprehensive needs

assessment and utilize data to

work collaboratively with

teachers, paraprofessionals,

community members, and

parents to create a campus

plan.

Local funds Campus Principal,


Director, Campus Planning

Team, School Effectiveness

Team

End of

school year SET agenda, campus

planning results, test

results, attendance,

discipline reports

100% of

teachers will

participate in

Comprehensive

needs

assessment and

30% of parents.

2. Continue full-day

Prekindergarten to ensure

readiness for the kindergarten

school readiness and meet

requirements under HB3

Campus budget, Local funds, Bilingual

Campus Principal Daily Report card grades,

test results, 85% Students

will be on track

or proficient

based on State

adopted

curriculum

assessment 3. Continue with C.A.T.S

(Children Achieving To

Success) - a pull-out program

for students in need of

academic and social/emotional

assistance in a small group

setting.

Local funds, Title 1 Campus Principal,


Director, Intervention teacher

3 times per

year

Report card grades,

State adopted

curriculum

assessments, informal

teacher assessments

85% Students

will be on track

or proficient

based on State

adopted

curriculum

assessment


4. Continue to provide library

and literacy services.

Local funds Campus Principal, campus

enrichment teacher Weekly Number of books

checked out End of year

library report

shows 2%

increase in book

circulation. 5. Continue to provide

supplemental library books,

software, equipment,

instructional materials,

subscriptions, technology

equipment for all students

including those who are in

need of academic assistance.

Local funds, Title 1

Campus Principal, Federal

Programs Director Daily Report card grades 80% Students

will be on track

or proficient

based on State

adopted

curriculum

assessment

6. Provide supplemental

instructional supplies/

materials, for all learning

areas with equipment,

software, hardware to enhance

instruction for all students

including those who are in

need of academic assistance.

Local funds, Title 1, SPED

SET, Campus Principal, State/Federal Programs

Director

Daily Report card grades 80% of

students will be

on track or

proficient based

on State

adopted

curriculum

assessment

7. Provide field trips as an

integral part of the

prekindergarten curriculum.

Givens PTLC, Local Budget,

Campus Principal Account

Campus Principal Monthly Schedule of field trips

tied to the curriculum 80% Students

will be on track

or proficient

based on State

adopted

curriculum

assessment 8. Continue to allow employees

children to attend

prekindergarten without

paying tuition as an incentive

to attract and retain highly

qualified personnel.

Local District superintendent Yearly PEIMS Data report on

non-qualifying students

9. Conduct family employment

surveys to identify, recruit, and

Title 1, Part C

Migrant Coordinator Daily Employment survey,

Certificate of Eligibility 100% of

migrant


provide services to Migrant

students.

students

identified and

served

10. Provide physical

education/physical

fitness/active recess programs

to address childhood obesity.

Local budget Campus Principal, PE Teacher

Daily Schedule 75% of students

will show

improved motor

coordination by

the end of the

year report

card. 11. Provide additional inclusion

support in Prekindergarten

classrooms with appropriate

staff development.

Special Ed budgets

Special Ed Director, Campus

Principal Daily Inclusion schedules 2% reduced

number in

PPCD,

increased

number in

inclusion 12. Provide a continuum of

placement options for students

with disabilities and supplies

and materials to equip

classroom learning

environment.

Special Education budget,

Local budget

Special Education Director,

Campus Principal, Staff Daily PEIMs records, RtI

records 2% reduced

number in

PPCD,

increased

number in

inclusion

13. Continue to follow a plan to

ensure that all

Prekindergarten Guidelines

assigned to grade level are

taught. Coordinate vertically

with kindergarten teachers so

that teachers stay in their lane.

Local Budget, Title I Campus Principal Daily during

teacher

TTESS

evaluations,

and walk

through

Lesson plans and units

centered around

research-based

planning and

instruction

80% of

students will be

on track or

proficient based

on State

adopted

curriculum

assessment

14. Monitor activities of PBMAS

for special education students.

No cost Campus Principal Daily Track student

enrollment 100% students

served under

accountability

guidelines 15. Provide services to foster

children at T. G. Givens

Local Bilingual/ESL Title II, Part A


Director Principal Foster Care Liaison

Daily Credit check lists Home visits Family survey

10% increase in

foster student

achievement on

state adopted


STRATEGIC GOAL #4: RESOURCES TO PROVIDE AN EXEMPLARY EDUCATIONAL PROGRAM Objective #1:80% of the English language learners will increase one or more proficiency levels in English.


Timeline

Formative Evaluation Summative

Evaluation 1. Identify and serve English

language learners with a

certified Bilingual or ESL

teacher and appropriate

materials.

ESL/Bilingual budget, local,

Title III, Title II, Title I State/Federal Programs

Director, LPAC, ESL Teacher,

Bilingual Teacher,

Bilingual/ESL Coordinator

Daily Enrollment records 100% students

served, unless

signed denials

Title III, ESC 8 Shared

Services Arrangement

Student Assessment

results Student report card

grades Attendance

curriculum

assessment

16. Provide services to homeless

children at T. G. Givens.

Local, Bilingual/ESL, Title

II, Part A Title III, ESC 8 Shared

Services Arrangement


Director Principal Foster Care Liaison

Daily Credit check lists Home visits Family survey Student Assessment

results Student report card

grades Attendance

10% increase in

homeless

student

achievement on

state adopted

curriculum

assessment

18. Partner with local department

of safety office to inform and

assist parents and families with

proper car seat safety

requirements.

Local Campus Principal, Paris ISD

chief of safety and security,

ECS

Twice per

school year Sign in sheets from

training


STRATEGIC GOAL #5: A HIGHLY AND EFFECTIVE QUALIFIED STAFF REPRESENTATIVE OF THE

COMMUNITY

Objective #1: 100% of core classes will be taught by Appropriately Certified teachers, 100% of paraprofessionals with

instructional duties will meet requirements, and 100% Appropriately Certified staff will be maintained.

Activity Resources Person(s)

Responsible Monitoring

Timeline Formative Evaluation Summative

Evaluation 1. Recommend to hire/employ

teachers and instructional

teacher assistants who are

Appropriately Certified and

child-centered.

No cost

Campus Principal,

PISD human

resource

department

Yearly Personnel files,

Campus roster 100%

instructional

teacher assistants

will be

Appropriately

Certified on the

NCLB

Appropriately

Certified Report 2. Provide certified teachers to

supervise instructional teacher

assistants.

Local budget Campus Principal,

State/Federal

Programs Director,

SET

Daily Teacher

observations 90% of teachers

will receive

exceeds

expectations and

clearly

outstanding

ratings on EOY

evaluations 3. District personnel attend

recruiting fairs to recruit

Appropriately Certified

teachers.

Local budget Title II, Part A

Assistant

Superintendent for

Human Resources,

Campus Principals

Yearly Schedule of events

attended 100% personnel

hired will be

Appropriately

Certified on

NCLB

Appropriately

Certified Report 4. Reimburse teachers for

certification testing/fees, etc.,

for teachers to become

Appropriately Certified, pay

professional development fees

for teacher assistants to pass

Title II, Part A- as funds allow

State/Federal

Programs Director,

Campus Principal

Yearly Memos to teachers

requiring training,

testing, certification

100% teachers

and teacher

assistants will be

Appropriately

Certified on

NCLB


proficiency test as funds are

available.

Appropriately

Certified Report

5. Actively recruit Appropriately

Certified minority teachers to

achieve a balance of minority

teachers to minority students.

Local budget, Title IIA Assistant

Superintendent for

Human Resources,

Campus Principal

End of school

year Schedule 100% teachers

and teacher

assistants will be

Appropriately

Certified on

NCLB

Appropriately

Certified Report 6. Provide a yearly stipend for

bilingual teachers/assistants

and ESL teachers/assistants,

with teachers paid above state

base.

Local budget, Bilingual/ESL funds

State/Federal

Program Director Yearly Stipend schedule

100% of staff

will be

appropriately

certified and

hold a special

language

endorsement

7. Assign a mentor to all first-

year teachers and staff new to

the campus.

Local budget Campus Principal Daily Mentor schedule Score of

Proficient for

1st year

teachers on

TTESS

8. The school will only recruit

and hire core academic subject

area teachers who meet the


teacher requirements as set

forth in the NCLB, P. L. 107-

110, Sec. 1119, and the Texas

Education Agency Guidelines.

A. Instruction in core

academic subject area

classes will only be

State Compensatory Ed, Local

funds Principal SBDM Committee

Yearly Interviews

conducted 100% core

academic classes

taught by

APPROPRIATEY

CERTIFIED

teachers, 100%

paraprofessionals

meet NCLB

requirements


STRATEGIC GOAL #5: A HIGHLY AND EFFECTIVE QUALIFIED STAFF REPRESENTATIVE OF THE COMMUNITY

Objective #2: 100% of teachers, Campus Principals, support staff and 100% of paraprofessionals with instructional duties will

receive high quality, campus-based, and on-going professional development in areas determined by the campus

needs assessment.

Activity

Resources Person(s) Responsible Monitoring

Timeline

Formative

Evaluation

Summative

Evaluation

1. Provide high quality,

research-based staff

development to better the

educational knowledge and

skill base of all campus staff.

Title II, Part A Local budget BIL/ ESL, Title III

Campus Principal,

State/Federal

Programs Director,

SET

Weekly PDAS and walk-

through

Observation and

record of

participation

80% of

students will

be on track or

proficient

based on State

adopted

provided by teachers who

are Appropriately

Certified.

B. The school will provide

high-quality, on-going

professional development

activities to retain


teachers. Teachers will be

involved in selecting

professional development

activities.

9. The school, in cooperation with

the district, may require

teachers to transfer from one

campus to another in an effort

to ensure that low-income and

minority students are not

taught at higher rates than

other students by unqualified,

out-of-field, or inexperienced

teachers. (3)


curriculum

assessment90

% of teachers

will participate

in staff

development. 2. Provide high quality, research-

based professional

development to recruit and

retain teachers, teacher

assistants, pupil services

personnel, Campus Principal

and other staff by providing

opportunities to participate in

District, Education Service

Center, and other workshops,

conferences, site visits to

strengthen core academic

subject areas and better meet

diverse needs of students.

Title II, Part A Elementary Education budget Bilingual/ESL funds Title III, Part A Local budget

Campus Principal,

SET, State/Federal

Programs Director,

Bilingual/ESL

Coordinator, ESC 8

consultants

Each nine

weeks

Expenditure of

funds, records of

attendance,

purchase orders

documenting

attendance

5% increase in

numbers of

exceeds

expectations

and clearly

outstanding

ratings on

EOY

evaluations

3. Provide professional

development for instructional

assistants to pass proficiency

tests. (recruitment/ retention

incentive), as funds are

available

Title II, Part A Campus Principal,

State/Federal

Programs Director

Monthly Schedule 5% increase in

test passing

rates for

district staff

4. Provide contracted

services/fees for supplemental

programs and services/staff

development.

Title II, Part A State/Federal

Programs Director

yearly Schedule 5% increase

in improved

test scores

5. Provide time off for teachers to

attend professional

development relevant to

specific content needs.

Title I, Title II, Part A, Local budget

Campus Principal,

Federal Programs

Director

Yearly Schedule


5. Continue follow-up staff

development for existing

programs during and after

school.

Title 1, Title II, Part A Local budget

State/Federal

Program Director Each 9 weeks Schedule 100% of training

events provide

for follow-up

during upcoming

staff

development 6. Assign a mentor to all first-

year teachers and staff new to

the campus.

Local budget Campus Principal Each 9 weeks Mentor schedule 80% of PDAS

summative

conference data

will be proficient

7. Use paraprofessionals to

reinforce direct instruction

provided by the regular

classroom teacher by working

with small groups or one-on-

one instruction.

State Compensatory Ed, Local

budget

Campus Principal Daily Staff schedules Lesson plans

80% of students

will be on track

or proficient

based on State

adopted

curriculum

assessment

8. Continue to coordinate with

the Head Start program with

the regular education

program.

Local budget, Campus Principal Monthly Period meetings

with both staffs

20% of staff

development and

training will take

place in

conjunction with

head start

teachers.

9. Involve the Head Start

teachers in professional

development activities

provided by Paris ISD.

Title I, Part A AYP 10% Set-aside Title II, Part A Local budget

Campus Principal 3 times per year Training schedule Attendance records

20% of staff

development and

training will take

place in

conjunction with

head start

teachers


Attachment A: AEIS Data for the Needs Assessment

NOTE: T. G. Givens Early Childhood Education Center does not participate in the State of Texas Assessments of Academic Readiness (STARR) testing since these tests are not administered until grade 3. T. G. Givens serves only prekindergarten students.


Attachment B: State At-Risk Student Eligibility Criteria

A Student at risk of dropping out of school includes each student who is under 21 years of age and who:

1. is in pre-kindergarten, kindergarten, or grade 1, 2, or 3 and did not perform satisfactorily on a readiness test or assessment instrument administered during the current school year;

2. is in grade 7, 8, 9, 10, 11, or 12 and did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum during a semester in the preceding or current school year or is not maintaining such an average in two or more subjects in the foundation curriculum in the current semester;

3. was not advanced from one grade level to the next for one or more school years; 4. did not perform satisfactorily on an assessment instrument administered to the student under Subchapter B, Chapter

39, and who have not in the previous or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument;

5. is pregnant or is a parent; 6. has been placed in an alternative education program in accordance with Section 37.006 during the preceding or

current school year; 7. has been expelled in accordance with Section 37.007 during the preceding or current school year; 8. is currently on parole, probation, deferred prosecution, or other conditional release; 9. was previously reported through the Public Education Information System (PEIMS) to have dropped out of school; 10. is a student of Limited English Proficiency, as defined by Section 29.052; 11. is in the custody or care of the Department of Protective and Regulatory Services or has, during the current school

year, been referred to the department by a school official, officer of the juvenile court, or law enforcement official; 12. is homeless, as defined by 42 U.S.C. Section 11302, and its subsequent amendments; or 13. resided in the preceding school year or resides in the current school year in a residential placement facility in the

district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.


Attachment C: Assurances and Good Practices

State and Local Effort

State and local funds are used to provide the regular program of instruction for all students to include general operating costs of instruction, which includes expenses related to buildings, maintenance, and utilities, as well as salaries and related expenses for instructional and support staff and instructional materials.

Improvement and Enhancement

State Compensatory Education funds are used to improve and enhance the regular program of instruction for students who are at risk of academic failure or of dropping out of school as defined in the state rules and Paris Independent School District’s at-risk criteria.

Coordination of Funding

All federal, state and local funds received by the Paris Independent School District will be coordinated to ensure that all of the programs are operated in an effective and efficient manner. All students are guaranteed equal access to all foundation programs and services. The integrity of supplemental programs is maintained.

Coordination of Instruction

Instruction will be coordinated between and among regular classroom teachers and special program staff who are serving students in the same content area. Instructional coordination will be skill and concept specific for activities that include assessment, instructional activities and on-going monitoring of student progress. Special emphasis is given to collaborative planning between regular classroom teachers and the staff of the special programs.

T. G. Givens Early Childhood Center Campus Improvement Plan … · 2019. 11. 4. · Demographics...

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